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Los Medanos College

 

 

Drama Program

 

2011-12

 

Program-Level Student Learning Outcomes (PSLOs)

 

At the completion of the Drama Program, a student will be able:

 

  1. To analyze, dissect, and critically evaluate a script or theatrical event or film with working knowledge of its
    historical, cultural, and societal origins and contexts.

  2. To use strongly developed physical, vocal, and emotional foundations to build a personalized acting process for approaching a text or character in order to effectively communicate on stage or in film.

  3. To understand how and be able to write, produce, direct, manage, promote, and star in a theatrical event or film.

  4. To be academically and fundamentally prepared to enter the entertainment industry or transfer to a 4-year theatre or film program with an advanced standing.

PSLO Assessment Report Summary

 

What we wanted to learn about our students:

 

What Institutional Student Learning Outcomes and/or Program Student Learning Outcomes does this project assess? 

  • PSLO 1 To analyze, dissect, and critically evaluate a script or theatrical event or film with working knowledge of its historical, cultural, and societal origins and contexts.
  • PSLO 2To use strongly developed physical, vocal, and emotional foundations to build a personalized acting process for approaching a text or character in order to effectively communicate on stage or in film.

What is the research question investigated by this project?

Are our new PSLOs effective and attainable for our students?

 

Why is this research question of importance to the program?

Because our program is new and recently revamped our PSLOs it is of the utmost importance that our program chooses attainable and effective PSLOs in order to guide our students to success.

 

What we did:

How was the research question investigated?

The question was investigated through the analysis and assessment of our CSLOs in our Drama 20 and 21 courses.

 

What students were studied?

All students were assessed.

 

Were direct, indirect, or qualitative measures used in the assessment?                          

Direct measures of student learning were assessed through assigned character analysis papers and the progression and development of technique through rehearsals and performances throughout the semester.  Clear guidelines were established for the papers which outlined a series of questions concerning a student’s assigned role which required research and study to answer.  Presentations were assessed through individual progression and application of technique throughout the semester.  Elements of assessment included memorization, blocking, commitment, implementation of technique, listening, teamwork, and quality of choices based on individual research.

 

What we learned about our students:

 

What are the findings or results of this project?

We found that students who met the advisory requirements prior to entering the course scored far higher than those who did not, however those who did not often excelled in areas of performance.  30% of the class was above proficiency while 40% met proficiency.

 

What do the results mean?

Acting is an art and study of oneself.  While the ability to make informed and well researched choices improves the quality and artistry of a performance, one’s life experiences almost always dictate the other.  The 30% who did not meet proficiency did not meet the advisory requirements and gave up on assignments that were too difficult and pushed them out of their comfort zone.

 

What we plan to do next to improve student learning:

 

How will the results of this project be used to improve student learning in the program?

The data has opened up a discussion concerning prerequisites upon entering courses.